REFLECTION AND DECENTRATION AS FACTORS OF THE ILLUSION OF KNOWLEDGE

Abstract

The article deals with theoretical and empirical analysis of the concepts of reflection, decentration, metacognitive involvement in activity. A training program aimed at developing these characteristics is described. The effectiveness of the program in the direction of eliminating the manifestations of the illusion of knowledge is analyzed. The concept of decentralization as a mechanism for overcoming self-centeredness is considered in the context of processes of socialization, cognitive and moral development. The overconfidence index we used showed that most students tend to overestimate their knowledge (since the indexes are higher than 0). Obviously, overconfidence is a negative phenomenon in the learning process, as it encourages students to be less responsible in learning information. Since there are no significant differences between the indicators in these groups, it can be concluded that the results of the empirical study are reliable. After the trainings, the indicators of illusion of knowledge differed on a statistically significant level in the control (Mcontrol = 0.43; SD = 0.552) and experimental (Mecperimental = 0.01; SD = 0.344) groups. This indicates that the program we have selected is effective in reducing the manifestation of undue confidence in the process of information assimilation. As a result of our research, we have reduced the manifestation of the illusion of knowledge through a series of training sessions that have developed reflection, metacognitive involvement and decentration. It has been found that the training program has a positive impact on the development of these characteristics and reduces the manifestation of the illusion of knowledge. Our study is not exhaustive, but involves further study of the factors and conditions of leveling the illusion of knowledge in the educational process.